Teacher-powered schools  are a powerful, practical route to better and more equitable student learning. Those already a part of the teacher-powered movement know this. This paper makes the evidence-based case to grow the movement.

In this paper, we review academic research which demonstrates how teacher-powered schools are the manifestation of well-studied ideas linked with improved outcomes. And we take a deep dive on the schools themselves—informed by two decades of records, surveys, interviews, and more.

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